Dicke, T., Parker, P. D, Marsh, H. W, Kunter, M., Schmeck, A. & Leutner, D. (2014). Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology,106(2), 569-583. United States: American Psychological Association. Retrieved from https://doi.org/10.1037/a0035504
While the roles of student misbehavior and teacher self-efficacy in teacher burnout have been investigated, there is still a pressing need to determine the processes involved and the degree to which these generalize across early career teachers. The present research integrates findings on teacher self-efficacy, occupational stressors, and emotional exhaustion. A moderated mediation model is hypothesized where self-efficacy in classroom management predicts emotional exhaustion via classroom disturbances, but the strength of this whole mediation process is moderated by teachers’ level of self-efficacy in classroom management. A sample of 1,227 German teacher candidates was used to test this hypothesis in 2 complementary studies. Study 1, based on the whole sample, utilized latent modeling and latent interactions, while Study 2 was based on a random longitudinal subsample of Study 1. The results generally supported our assumptions; the proposed moderated mediation model proved to be statistically significant, even when introducing background covariates into the model to control for pre-existing differences. Thus, self-efficacy in classroom management predicted emotional exhaustion via classroom disturbances only when self-efficacy in classroom management was low. Implications for teacher preservice training, based on the results, are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Institute for Positive Psychology and Education
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